Abstract

This thesis project examines the role of community adult educators as critical liaisons for art museums. Focusing my study on personal interviews with five adult educators, I present these keyworkers' perceptions about art and art museums, the links that exist between art museum education and the teaching they do within their respective milieus, and the possibilities for transformative adult learning that may lie in community partnerships. Discussing these responses using a social inclusion model, I highlight the need for inclusive approaches to adult education that are rooted in dialogue, empowerment and participation. My discussion draws on reflections from my own practice as I identify strategies for improving it. I highlight interview responses that support my assertion that attempts to make art museums more accessible and relevant depend on equitable partnerships with keyworkers. In concluding, I identify areas for further research into the ways in which art museums can better serve adult learners whilst supporting increased pedagogical consciousness in the management and realization of museum-wide activities. My recommendations implicate existing and potential keyworkers, learners, and other art museum workers in working towards more inclusive perspectives and approaches.